Expressive Language: Breakfast Vocublary

It's Breakfast time!

We introduced our food unit today, starting with breakfast food.

Language Targets:
Expressive Language: that, he/she pronouns, and  ing verbs (eating)
Receptive Language: What questions

You will  need pictures of breakfast food, play food, guess bag and Ned's Head for this lesson.

We started the lesson by reviewing the vocabulary cards/pictures. I used the pictures from boardmaker, theme units.

Next, we put the food pictures (Or play food if you have it) in a guess bag. The students took turns pulling out the food.

T: What is that?
S: That is a waffle.
T: Feed it to Ned. What is he eating?
S: He is eating a waffle!

Continue around the circle until all the food is gone from the guess bag and Ned is full! 

These are the pictures from BoardMaker.

Sorting all rooms in a house

Around the House Sorting!

I have a student teacher this semester and she was required to make an interactive bulletin board. I don't have a whole lot of space so we made it into a magnetic board.

Language Targets:
Expressive Language: that, in
Receptive Language: Is questions

Again, I used the vocabulary pictures from the Dot Preschool Language and Vocabulary



We also used the room pictures from kizclub for the rooms. We copied the rooms on color paper and laminated the pictures. Then we put magnetic tape on the back. 

We colored the pictures from the Dot Preschool Language and Vocabulary book and laminated those too. Then magnetic tape went on the back as well.

As each room was introduced, we introduced the pictures for the board.

Putting the pictures into a guess bag, each student would come up and pull out a picture.

T: What is that?
S: That is a bed.

T: Is the bed in the bathroom or the bedroom?

S: In the bedroom! (then the student would put the picture in the bedroom)

Continue until all the rooms have been introduced. Review often, use as a filler activity or a center as well.

You can see we added the rooms as we went.
**We put the room names on paper and taped to the board. The words kept getting erased!!

 

 

Listening for kitchen and living room vocabulary

Kitchen vs. Living Room Vocabulary

Today was listening day! We reviewed the kitchen and living room vocabulary from the week.

Materials needed: crayons for each student, dot preschool language sheets with kitchen and living room vocabulary, speech hoop, pictures of items.

Again, I used the vocabulary pictures from the Dot Preschool Language and Vocabulary

I gave each student a yellow crayon and a blue crayon. They had to listen for directions.

T:  Color the stove yellow.

S: must find the picture of the stove and color it yellow. 

Repeat with living room vocabulary. We changed colors just to keep it fun!

Expressive Language: prepositions using the couch!

Couch Day!

The vocabulary word for the day was couch. My students were struggling to remember this word, so I brought in my daughters Tinker Bell couch (thanks girls for the loan! I had to sneak it out, they get very concerned when I take their toys out of the house!!).

Language Targets:
Expressive Language: under, next to, on, and vocab word Couch. Review of he/she pronouns
Receptive Language: where and following simple directions.

I started off the lesson by reviewing the vocabulary pictures for the unit. Then I gave clues as to the vocabulary word we would be talking about today.
1) It is long. (take out all the pictures that are not long. I think we were left with the TV, fridge, bed and couch)
2: You can sit on it (take away the TV and the fridge)
3. It is found in the living room. (you should be left with the couch now)
T: That's right! Today we will be talking about the couch (at this point I brought out the real couch).
I then modeled sitting on the couch, sitting next to the couch and sitting under the couch (they thought the under the couch was super funny! I put the couch ontop of me and they just laughed!!)

Next, I set the students on the floor and called each one up one at a time. Give each student a directions.

T: Adam, sit on the couch. (ask another student) Where is he?
S: He is on the couch!

*make sure to go through all the prepositions: under, next to, on

I took pictures of each student. Go through your group giving each student as many turns as possible.
At the end of the lesson I asked each student to get in the couch (my couch folded out and had a blanket zipped to it) What fun they all had!!

Expressive Language: in and not in. Using the refrigerator

Refrigerator!

The students were struggling to remember the word "refrigerator," so we did a language lesson on one!

Expressive Langauge goals: in, not in
Receptive Language: Where questions

I found a picture of a fridge and cut it open. I glued it on paper, so the doors and freezer doors opened. Then I drew shelves inside the fridge and numbered the shelves. Then I found pictures from Google images for food that could be found in the fridge or not in the fridge. I printed a set for each student and cut out the pictures to glue in the refrigerator.

To open the lesson, we went on a search for  fridge  and a freezer. We talked about how the fridge feels (cold) and then we felt inside the freezer (it was really cold!). We also took the opportunity to talk about the microwave (the lounge had one). Back in the classroom we talked about the snacks that I keep in the drawer and how those snacks don't need to be in the fridge.

Back to the table we went to fill our fridge with pictures of yummy goodies!

T: (holding up the picture of milk) Is the milk in the fridge or not in the fridge?
S: The milk is in the fridge! (modifications: in the fridge or just fridge depending on language level) Glue the milk in the fridge.
T: Are the cookies in the fridge or not in the fridge?
S: The cookies are not in the fridge (modifications: not in the fridge or not fridge depending on language level) Glue the cookies outside of the fridge.

Contuine until all the pictures have been glued either in the fridge or not in the fridge.

Last we glued ice cream in the freezer! Yum!

**this would also be a good lesson for inside/outside or full/empty.  

I found the fridge picture here. I did enlarge the picture when I copied it.

Pictures for fridge activity

I will try to upload the pictures I used. I saved the pictures in a word document and I am not sure how to do this. I will find out and post the pictures later!!

More pictures to color can be found at:

Fridge Pictures

Another Fridge Picture

Centers

Poked a fridge picture with a golf tee

Dab paint fridge picture with dab markers

Sorting bedroom and bathroom items

Is that in the bedroom or the bathroom?

Language Targets:
that, in
Where questions

I put the doll house items from the bedroom and the bathroom in my guess bag. Give the bag to one student and let him pick an item from the bag. No peeking!!
T: What is that?
S: That is a bed.
T: Where does that go? In the bedroom or the bathroom?
S: In the bedroom! (if students are more advanced in language "The bed is in the bedroom." If the students are less advanced "bedroom" is acceptable.)
I had two rooms to the wooden house for the kids to sort the items in. If you don't have those hula hoops labeled with pictures work well.

Ok for some reason my picture will only load in the vertical position, even though it shows it the right way on my computer!! Arghh!!! Well you get the idea at least.

Centers

Dab painting pictures of toothbrush and toothpaste

Poke picture of towel with golf tee (tape the picture to construction paper and poke the black lines with the golf tee. This is best done on carpet.)



Listening for Bedroom and bathroom vocabulary

Bedroom vs. Bathroom

Today was listening day! We reviewed the bedroom and bathroom vocabulary from the week.

Materials needed: dab markers, dot preschool language sheets with bedroom and bathroom vocabulary, speech hoop, pictures of items.

Again, I used the vocabulary pictures from the Dot Preschool Language and Vocabulary

T: Find the bed. 

S: must find the picture of the bed and dot the circle under the picture with their dab marker. 

Go through the bedroom vocabulary and the bathroom vocabulary. 

Centers

Play with wooden doll house and bedroom and bathroom items.

Paint soap picture with a toothbrush (**copy the soap pictures on heavy paper**)

Review of Next To

I had something else planned for today but the kiddos were struggling with the idea of next to. So back to the carpet area we went with the bathroom items and the boy doll. Basically we repeated the lesson from yesterday expect this time I only used next to.

Language Targets: she, next to, understanding where questions. 

Set out all of the bathroom items. Give one student the girl doll and give that student a direction using either under or next to. 

T: Put the girl next to the soap. Where is she?

S: She is next to the soap. (variations: next to the soap or just next to.)

Continue around the table giving each student multiple chances to play.

 

Centers

*Bedroom vs. Bathroom items. Cut out pictures of bathroom and bedroom items. Glue on paper in separate rooms. I used the house pictures from kizclub.com found here  Then I glued the pictures on large construction paper and drew a line down the middle and copied one for each student. The pictures I used were taken from Dot Preschool Language and Vocabulary

 

*Dab painted toothbrush/toothpaste pictures.

Bathroom Items

Around the House: Introduce Bathroom Items

Language Targets: she, under, and next to

Understanding where questions

In this lesson,  I introduced bathroom items. The vocabulary for the bathroom was: bathtub, sink, toilet, mirror, toothbrush, toothpaste, towel, soap, brush, and comb. (I asked  my students what each of the pictures was before I started the unit and they all called a toothbrush "brush your teeth" and a sink was "wash your hands." I love that!)

I brought in actual items for the kids to hold and touch. www.kizclub.com has some great pictures. 

color bathroom pictures

black and white bathroom pictures 

This lesson is a repeat form from early in the around the house unit. Give one student the boy doll and give that student a direction using either under or next to. 

T: Put the boy under the soap. Where is she?

S: She is under the soap. (variations: under the soap or just under.)

Continue around the table giving each student multiple chances to play.

Centers

Trace and color bathroom items. I had the students at the center with my aide tracing the actual bathroom items. Then they colored the pictures they traced. 

Puffy paint a house picture. I made my own puffy paint (thanks pinterest! here is the link for homemade puffy paint

house templates

**side note, I would copy the house pictures on heavy paper, construction paper works fine. The puffy paint is kindof heavy!

Sorting Bedroom Items

Around the House: Bedroom

For today's lesson we sorted bedroom items. 

Language Targets: that, not

I used the wooden doll house, bedroom items (bed, dresser, toys, blanket, pillow, clothes, and stuffed animal) and then items that are not found in the bedroom (really anything that is not found in the bedroom is fine). 

I put the items in a guess bag and let each student pick an item from the bag.
T: What is that?

S: That is a bed.

T: Is that in the bedroom or not in the bedroom?

S: That is in the bedroom (have the student put the bedroom items in the bedroom and the items not found in the bedroom outside the bedroom).

Centers

 Shape House

House

Color shapes template

black and white shape template

Around the house Lotto

You can make your own sets here I love this site, you can pick how many pictures, if you want words or not. I printed mine in color and glued on construction paper then laminated.

Craft Stick House

Around the House: Craft stick House

Language goals: next to

Introduce the concept of next to. Have a few items set out on the table (use the bed, dresser and blanket) Set the bed next to the dresser and explain where it is. 

T: The bed is next to the dresser. (show the students the difference between on and next to). Do this with the bed and the blanket. Asking the kids where the bed is? Next to!!

You will be making a house out of craft sticks. Glue the sticks next to each other (about 6??) then add 2 to the top at angles to make the roof.

Make a model with the kids to show what you expect of them.

Give each student the paper to start and one craft stick. Glue it on the paper. Next, model that you will glue the next stick next to the other stick.

Go around the table and ask each student
T: Will you glue the stick on or next to? (hold the stick over the paper showing the students on and next to)

S: Next to

Do this for each stick till the house is assembled. Then add 2 sticks to the top at an angel to make the roof.

After the house is finished, if you have time the kids can color the sticks with markers to “paint” the houses.

 

Centers

big bolt Construction set

tools